Having explored the different purposes for school assessment in the academic year ahead in part 1, here EEF senior associate Prof. Rob Coe looks at the role of quality assessment in helping teachers understand how best to help your pupils regain any learning lost during Covid-19 school closures.
Before the Covid-19 pandemic, one of the most high-profile topics in English education proved to be the content and aims of the school curriculum. Too often, curriculum was the subject of debate, but assessment received too little attention.
Any consideration of curriculum should be inextricably bound to understanding quality diagnostic learning assessments. If you want to use assessments to tell you whether students have learnt something, you need to be clear what it is you wanted them to learn in the first place. Clarity about the intended learning (ie, the curriculum) is crucial if we want to create or select questions for an assessment that will tell us what has been learnt.
Ideally, this includes thinking about the sequencing and anatomy of that learning. When a learning aim or task is complex, clarifying the curriculum includes identifying …
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